Philosophiae Doctor - PhD / After the democratic elections of 1994, the South African government embarked on radical reforms to the apartheid education system, which included the development of a policy that is committed to human rights and social justice. The inclusive education policy, entitled: Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001) was released in July 2001. This inclusive education policy brought with it the prospect of changing the structures that promoted exclusionary and discriminatory practices in the education system. While the inclusive education framework is characterised by explicit policy directives, well-defined outcomes and a firm commitment to human rights and social justice, there is a growing realisation that a considerable gap exists between this framework and its effective implementation. The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within the context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major fmding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour. These recommendations are proposed within three broad areas, namely policy implementation, inclusive education policy, and inclusive education practice. Of these recommendations the following are critical: • The Department of Education should develop differentiated inclusive education guidelines that address inclusion of learners in poverty stricken contexts. • The Department of Education, in conjunction with schools, should create formal and informal communication channels through which stakeholders can raise their views and concerns about the policy of inclusive education and how it should be implemented. • The Department of Education should take full responsibility for the advocacy, implementation, monitoring and evaluation of inclusive education policy, rather than relying on the services of independent providers. • The Department of Education should address the complexities that prevent districts and schools from establishing support structures.

Philosophiae Doctor - PhD / The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET. Within the context of academic development learning support is targeted at students experiencing learning and training barriers. This should occur within the framework of inclusive education and training at FET colleges, which is in acknowledgement of the belief that all students can learn and be trained at FET colleges. The development and support mechanisms at the college aim to offer comprehensive assistance to students who experience barriers to education and training. Occupational development and career guidance are aimed at helping the students to make informed and meaningful subject and course decisions which will enable them to enter a suitable occupation in the world of work. Occupational development is the development of appropriate skills, knowledge and competencies to keep students abreast with the fast and ever changing demands of the world of commerce and industry. The South African Qualifications Authority (SAQA) development has introduced student learnerships as a 'way of equipping students with the appropriate practical skills for a career. Life skills and health education includes the development of the well-being of students along physical, psychological, social and cognitive dimensions. The HIV/AIDS strategies are the highest priority at the FET colleges. The health promoting education and preventative measures are programmes aimed at minimising risks and giving the student coping strategies. Life skills and health education, which includes sexuality, are infused in the classroom education and training curriculum to ensure that all students are exposed to indispensable information aimed at equipping them for life in the world of work. College institutional development is the ongoing development of the college organisation where the college staff, management and community develop a systemic way of thinking about and managing change. With the clustering and amalgamation of colleges in South Africa, the transformation of the FET colleges necessitates adaptation of the individual and group systems to the development of education and training. The research commenced with a pilot study at eight technical colleges of the Western Cape Education Department (WCED). The study followed a quantitative and qualitative research method to collect data from the college, staff and students. Two questionnaires were used to do a needs analysis. The College Institution Evaluation Questionnaire was then administered to 58 colleges in South Africa and the College Student Profile questionnaire to 2175 students. The data from these questionnaires were used to construct the training programme for the student counselling, academic development and learning support, occupational development and career guidance, life skills and health education programmes which were being conducted at 18 colleges of the WCED. A Student Support and Development Evaluation Questionnaire was then used to evaluate the effectiveness and value of the SSDS programmes. During an interview the Lecture Support and Development Interviewing Schedule was used to evaluate and to determine the efficiency of the LSDT at the college.

MA (Linguistics) / Department of Communication and Applied Linguistics / The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents). The findings of this study will benefit the South African society, especially the Tshivenḓa HL educators and learners. The educators believed that the Tshivenḓa newspapers articles are not well-taught because they are not available in Tshivenḓa and educators did not know how to prepare them. The study also revealed that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however both are found in the English HL. Furthermore, educators complained about the shortage of film study resources in literature which the department of education delivers late. The findings of the study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be introduced so that learners are able to attach them in their words, similar to what do they do in the English HL. In addition, ample resources for HL literature such as textbooks, Television sets (TV), overhead projectors for film study, and other resources should be delivered timely. / NRF

Die vorliegende Arbeit beschreibt die Berechnung und Optimierung von Silicon-On-Insulator-Metal-Oxide-Semiconductor-Field-Effect-Transistors, einschließlich noch nicht in Massenproduktion hergestellter neuartiger Transistorarchitekturen für die nächsten Technologiegenerationen der hochleistungsfähigen Logik-MOSFETs mit Hilfe der Prozess- und Bauelementesimulation. Die neuartigen Transistorarchitekturen umfassen dabei vollständig verarmte SOI-MOSFETs, Doppel-Gate-Transistoren und FinFETs. Die statische und dynamische Leistungsfähigkeit der neuartigen Transistoren wird durch Simulation bestimmt und miteinander verglichen. Der mit weiterer Skalierung steigende Einfluss von statistischen Variationen wird anhand der Oberflächenrauheit sowie der Polykantenrauheit untersucht. Zu diesem Zweck wurden Modelle für die Generierung der Rauheit erarbeitet und in das Programmsystem SIMBA implementiert. Die mikroskopische Rauheit wird mit der makroskopischen Bauelementesimulation kombiniert und deren Auswirkungen auf die Standardtransistoren und skalierte Bauelemente aufgezeigt. Zudem erfolgt eine ausführliche Diskussion der Modellierung mechanischer Verspannung und deren Anwendung zur Steigerung der Leistungsfähigkeit von MOSFETs. Die in SIMBA implementierten Modelle zur verspannungs-abhängigen Änderung der Ladungsträgerbeweglichkeit und Lage der Bandkanten werden ausführlich dargestellt und deren Einfluss auf die elektrischen Parameter von MOSFETs untersucht. Weiterhin wird die Verspannungsverteilung für verschiedene Herstellungsvarianten mittels der Prozess-simulation berechnet und die Wirkung auf die elektrischen Parameter dargestellt. Exponential- und Gaußverteilungsfunktionen bilden die Grundlage, um die mechanische Verspannung in der Bauelementesimulation nachzubilden, ohne die Verspannungsprofile aus der Prozesssimulation zu übernehmen. Darüber hinaus werden die Grenzfrequenzen der Logiktransistoren in Bezug auf die parasitären Kapazitäten und Widerstände und zur erweiterten MOSFET-Charakterisierung dargestellt.

Kohlenstoffnanoröhren (engl. carbon nanotubes) bieten hervorragende elektrische Eigenschaften für neuartige Feldeffekttransistoren (engl. field-effect transistors) auf engstem Raum. Eine Möglichkeit zur Verbesserung der elektrischen Eigenschaften bietet eine geeignete Passivierung mit Hexamethyldisiloxan. In dieser Arbeit werden eine Flüssig- und eine Gasphasenbehandlung von Siliziumoxid-Oberflächen mit Hexamethyldisiloxan untersucht. Die Oberflächen werden dabei in wenigen Minuten hydrophobiert. Nach längeren Behandlungszeiten werden Wasserkontaktwinkel von 95° erreicht, die auch noch nach mehreren Tagen und einer Woche nachweisbar sind. In der Anwendung auf Kohlenstoffnanoröhren-Feldeffekttransistoren (engl. carbon nanotube field-effect transistors) wird die Hysterese um durchschnittlich 30 % gesenkt. Das Ziel der Behandlung wurde damit erreicht und lässt sich auf die erfolgreiche Beseitigung von Ladungsfallen durch Adsorbate zurückführen. Zusätzlich sinkt der An-Strom um 60 %. Für gute An-Aus-Verhältnisse über mehrere Größenordnungen bedeutet das jedoch keine drastische Verschlechterung der Schalteigenschaften. Die in dieser Arbeit vorgeschlagene Hexamethyldisiloxan-Gasphasenbehandlung kann daher erfolgreich zur Verringerung der Hysterese in Kohlenstoffnanoröhren-Feldeffekttransistoren eingesetzt werden.:1 Einleitung 6 2 Material und Methoden 8 2.1 Siliziumoxid-Oberflächen 8 2.2 Hexamethyldisiloxan als Passivierungsmittel 8 2.3 Flüssigphasenbehandlung 9 2.4 Gasphasenbehandlung 10 2.5 Kontaktwinkelmessung 11 3 Feldeffekttransistoren auf der Basis von Kohlenstoffnanoröhren 13 3.1 Kohlenstoffnanoröhren 13 3.1.1 Struktur und Nomenklatur 13 3.1.2 Elektrische Eigenschaften 14 3.2 Kohlenstoffnanoröhren-Feldeffekttransistoren 16 3.2.1 Aufbau, Herstellung und Funktionsprinzip 16 3.2.2 Kenngrößen zur FET-Charakterisierung 17 3.2.3 IU-Messung 19 4 Ergebnisse und Auswertung 20 4.1 Ergebnisse der Kontaktwinkelmessungen 20 4.1.1 Referenzmessungen auf Siliziumoxidoberflächen 20 4.1.2 Flüssigphasenbehandlung 21 4.1.3 Gasphasenbehandlung 21 4.1.4 Fehlerbetrachtung 25 4.1.5 Vergleich von Flüssig- und Gasphasenbehandlung 26 4.2 HMDSO-Behandlung von CNTFETs 27 4.2.1 Ergebnisse der IU-Messungen 28 4.2.2 Fehlerbetrachtung 31 5 Zusammenfassung der Ergebnisse und Ausblick 32

Several misconceptions show up when learners answer questions on Chemical Equilibrium during examinations. Literature from other researchers shows similar trend of misconceptions (Johnstone, 2000; Morais, Paiva and Barros, 2007; Adesoji and Babatunde, 2008) for example, ‘apply pressure to the reactants’ (Johnstone, 2000). This shows that Chemistry has no meaning to these learners and they end up with misconceptions as they try to memorise facts in order to pass examinations. Learners are taught before writing these examinations, but how are they taught the concepts of Chemical Equilibrium? A descriptive approach was used on an exploratory survey conducted in Thohoyandou Cluster among Physical Science (Chemistry) FET band Educators. Cluster sampling of 40 educators from 18 randomly sampled schools responded to questionnaires. Five ‘well experienced’ educators who have been producing ‘good’ results at Grade 12 NSC examinations and two Physical Sciences subject advisors were interviewed. Using Spearman Brown Split-Half statistical method a 0,891 reliability coefficient was obtained. Research results show lack or under utilisation of laboratory equipment, teaching strategies which promote rote learning. Lack of confidence of educators due to deficiency in topic content knowledge and pedagogical skills which promote conceptual understanding were identified. Problem of English language leading to communication breakdown between educator-learners and between learner-subject leading to emergency of knowledge gaps in learners. Educators consider professional development through re-training and workshops on subject content matter and teaching strategies as the way forward to improve the quality of teaching. Topic specific PCK focusing on problem-solving strategy was recommended as a means to increasing educators’ efficiency in teaching and enhance learners’ comprehension and achievement in Physical Science. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Chemistry Education))

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and student departure. The aim of the current study was to explore the factors that may or may not contribute to persistence, which eventually has an influence on the retention rate. In the current qualitative study, Tinto’s longitudinal model was comprehensively explored. Therefore, the current study was located within Tinto’s longitudinal model of student departure. The researcher was prompted to explore the factors that influence student goals, institutional commitments, social and academic integration and persistence. The South African government expected that the role of the TVET colleges would become the cornerstone of the skills development landscape. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the growth in the sector would escalate as follows: the projection of 345 000 students in 2010, 630 000 students in 2013. The total projection for 2030 was that 2.5 million students would be certified (DHET, 2013b). Unfortunately, the 2030 projection has been adversely affected by the poorly performing institution and the high dropout rate. (DHET, 2013b) Therefore, the setting for the research was a Technical Vocational College in Cape Town which offers the National Certificate Vocational NCV. The single institutional study linking academic integration, goal influencers, institutional commitments social and academic integration and persistence was based in a college in Cape Town. Thus the study has an overarching research question and three sub-questions. The college was selected conveniently and the researcher purposively selected the participants. A total of twenty participants (20) were interviewed after providing assent and consent. The qualitative design utilized in the current study allowed the researcher to identify themes. Therefore, thematic analysis was employed in the data analysis section. The researcher is currently an insider in this sector. The unique experience and academic background of the researcher has afforded the opportunity to ethically gain access to past results in the TVET, specifically, in a NCV programme at a Cape Town College.

This work is about representation and existing. I’m fat and transmasculine. I’m looking for a reflection in my surroundings, culture, in media and art. I can’t find it, so I have to create it myself. Through materialising bodies in clay that describe what fat transmasculine people can look like I aim to give myself and people who are similar to me something we’re lacking. I claim my existence.

<p>Herein, the development, optimization, and evaluation of quantitative techniques are presented for dynamic PET studies in cancer imaging applications. Dynamic PET image analysis techniques are first applied to 18F-fluoroethyltyrosine (FET) PET imaging of glioma and brain metastasis patients. In a second application, dynamic PET image analysis techniques are applied to 68Ga-PSMA-11 PET imaging for primary prostate cancer patients. Overall, the application of dynamic PET imaging techniques supports improved clinical outcomes and enhanced clinician confidence for treatment modifications. </p>

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